Trial reportMedical education online2022
Virtual suturing skills learning: role of verbal versus written feedback in surgery rotation clerkship.
Trial report in Medical education online, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- From Talk to Text: Improving Feedback Concordance With a Simple Intervention.AEM education and training · 2026Article
- How do undergraduate medical students use the annotation option of a video feedback system when recording consultations with real patients; a qualitative document analysis.BMC medical education · 2025Article
- The Best of Both Worlds: Exploring the Interplay Between Written and Verbal Feedback in the Continuum of Medical Education.Medical science educator · 2025Article
- The Surgical Clerkship in the COVID Era: A Natural Language Processing and Thematic Analysis.The Journal of surgical research · 2024Article
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveOnsite clinical skills learning is interrupted during the SARS-CoV-2 pandemic. This study aimed to compare the effectiveness of verbal versus written feedback in virtual suturing skills learning.
designParticipants were randomly divided into two groups, one with verbal feedback and written feedback on the other. Each was instructed to perform a simple interrupted suture which was assessed both before (pre-test) and after (post-test) feedback was given. Both groups were given the same duration of time to learn from the feedback they received.
settingStudents undergoing clinical rotation in Department of Surgery at School of Medicine and Health Sciences, Atma Jaya Catholic University of Indonesia.
participantsThe eligibility of the participants are students who enrolled on virtual learning in the surgery rotation and have consented to the research and those who own basic surgical equipment at home. A total of 199 participants were enrolled, with 17 (8.55%) participants dropping out.
resultsOut of 182 participants, 66 (36.3%) were males and 116 (63.7%) were females. The group receiving verbal intervention showed a significant difference both in suturing skills checklist (Pre-test [M = 4.11, SD = 0.61] and post-test [M = 4.73, SD = 0.37]; t(85) = -10.63, p = 0.000) and Global Rating Scale (GRS) assessment (pre-test [M = 3.83, SD = 1.06] and post-test [M = 4.56, SD = 0.64]; t(86) = -8.10, p = 0.000). In the same way, the group receiving written intervention also showed a significant mean pre-test and pos-test difference in both assessment tools (Checklist assessment [Z = -7.93, p = 0.000]; GRS assessment pre-test [M = 3.42, SD = 0.73] and post-test [M = 4.20, SD = 0.83]; t(105) = -9.62, p = 0.000). Both verbal and written feedback had a large effect (effect size >0.8).
conclusionsBoth verbal and written feedback provide a significant result in improving suturing skills in a virtual learning setting which may provide a solution to online clinical skills training.
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